Video vs. Text-Based Supplemental Content on Student Learning: A Randomized Experiment

Last registered on November 19, 2024
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Pre-Trial

Trial Information

General Information

Title
Video vs. Text-Based Supplemental Content on Student Learning: A Randomized Experiment
RCT ID
AEARCTR-0014622
Initial registration date
November 19, 2024

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
November 19, 2024, 4:45 PM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Name
Thomas Siedler
Affiliation
Universität Potsdam and Berlin School of Economics (BSoE)
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Other Primary Investigator(s)

PI Name
Theresa Henkel
PI Affiliation
Universität Potsdam and Berlin School of Economics (BSoE)
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PI Name
Camilla Piovesan
PI Affiliation
Universität Potsdam
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Additional Trial Information

Status
In development
Start date
2024-11-07
End date
2025-02-23
Keywords
Education
Additional Keywords
education production function; higher education
JEL code(s)
I23; I26; C93
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This study investigates the effectiveness of two different features of e-learning when teaching an introductory economics course. Specifically, this study zooms into the education production function determining the influence of text vs. video-based learning on test outcomes and learning.
External Link(s)

Registration Citation

Citation
Henkel, Theresa, Camilla Piovesan and Thomas Siedler. 2024. "Video vs. Text-Based Supplemental Content on Student Learning: A Randomized Experiment." AEA RCT Registry. November 19. https://doi.org/10.1257/rct.14622-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
At the start of each lecture, students are randomly assigned to either a treatment or control group using a computer-based randomization process. The treatment group receives supplementary lecture content through a short video, while the control group receives the same content in text form. After accessing this additional material, students answer multiple-choice questions related to this content. Students are informed that the material is relevant to their exams, and that they can only retake the test at a later date if they participated during the lecture.
Intervention Start Date
2024-11-21
Intervention End Date
2025-02-23

Primary Outcomes

Primary Outcomes (end points)
Standardized test score based on multiple-choice questions of online tests
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
At the start of each lecture, students are randomly assigned to either a treatment or control group using a computer-based randomization process. The treatment group receives supplementary lecture content through a short video, while the control group receives the same content in text form. After accessing this additional material, students answer multiple-choice questions related to this content. Students are informed that the material is relevant to their exams, and that they can only retake the test at a later date if they participated during the lecture.
Experimental Design Details
Not available
Randomization Method
randomization done in office by a computer
Randomization Unit
Individuals
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
-
Sample size: planned number of observations
At least 2,500 undergraduate student-test observations
Sample size (or number of clusters) by treatment arms
About 1,750 student-test observations in the control group and about 1,750 student-test observations in the treatment group
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
IRB Approval Date
IRB Approval Number
Analysis Plan